Common use of Academic Issues Clause in Contracts

Academic Issues. Without minimizing the importance of generally accepted issues, the District and the Federation agree to xxxxxx dispassionate, unprejudiced, scientific studies of academic issues in an atmosphere free from bias and prejudice. The educator shall serve as an impartial moderator and shall not attempt either directly or indirectly to limit or control the opinion of one's students on academic issues. It is the intent of this policy that the educator shall xxxxxx the study of such issues rather than teach particular viewpoints in regard to them. A method of involvement of educators shall be provided at the school and District level when complaints are received on issues that fall within Article 5, F. A copy of recommendations made at the District level shall be provided to the President. In the event the principal believes that an educator’s presentation (oral, written, or visual) of a controversial issue falls outside the Board’s Controversial Issues and Outside Speakers Guidelines, the principal will so advise the educator, discuss the basis of their objections and recommend an alternative approach to the issue. The educator shall adopt the principal’s recommendation pending mediation of the dispute by the Superintendent, or their designee. The mediation shall be conducted within two (2) working days of the date the controversy arose. The Common Core State Standards (CCSS), Stem Ready, NM Adopted Standards and standards- based teaching practices, and the relation to APS programs and practices. a. The District and the Federation agree that the CCSS will be the foundation of instruction for all APS students. b. Both parties believe that educators must collectively and collaboratively use appropriate methods and materials to help students develop conceptual understanding that leads to proficiency in the CCSS. c. Both parties affirm that all educational programs must be sensitive to the needs and aspirations of students and that all students in APS must have equal access to the CCSS. d. The following clarifications are intended to support the above statements: 1.) Educators have the responsibility to teach to the standards. All instructional programs can be used with the CCSS. Educators have the discretion to augment the District- approved curricular programs. Educators may also adjust the pacing and scope and sequence of District-approved curricular programs to align with the CCSS. 2.) As educators use the CCSS to plan, they rely on district-provided texts and programs or they may develop curricula using a variety of texts, programs, and resources that they determine are appropriate based on their professional expertise, experience and knowledge of their students. All curricula used must be clearly tied to the standards for the particular subject and grade level. 3.) Tier II and III intervention programs, while more prescriptive by nature, are one of the instructional tools used to teach to the CCSS. Additional tools and resources may be utilized to meet the CCSS. 4.) Principals and staffs are encouraged to analyze school practices to ensure they are still relevant as APS moves toward adopting the CCSS at all grades. For example: Baldrige is no longer a district-supported program. Continuing with Baldrige, CCI, Continuous Improvement, PDSA, and Goal Teams is at the discretion of the Instructional Council. e. Freedom to teach is essential to the accomplishment of the District’s goals. Therefore, educators have the right and responsibility to exercise their professional judgement, within the limits of the above guidelines, in initiating and actively pursuing consideration of academic issues. f. Fidelity refers to the intensity and accuracy with which core instruction and connected interventions are implemented. Using a program with fidelity means teaching all essential (research-based) components of a program and using professional judgment to differentiate in order to meet the needs of individual students. This may mean that educators need to supplement with additional materials to reinforce skills and concepts. Elementary Recess a. ATF and APS recognize that recess for elementary students provides children with opportunities to engage in physical activity that helps to develop healthy bodies and practice life skills such as conflict resolution, cooperation, respect for rules, taking turns, sharing using language to communicate and problem solving in real life situations. b. In addition, research shows: 1.) An unmistakable link between movement and thinking because performing complex movements like dancing, throwing a ball, or playing tag engage the same area of the brain, the cerebellum, as those used for problem solving, planning, and sequencing. 2.) A person’s capacity to master new and remember old information is improved by biological and chemical changes in the brain caused by exercise. 3.) Brain functioning, attention, memory, social and emotional development, and language development all reveal the unmistakable advantages of physical exercise. 4.) All elementary schools will schedule a minimum of three (3) recess times for children in the morning, at lunch and in the afternoon no later than the 2021-2022 school year. 5.) APS and ATF recommend that each elementary school, through the Instructional Council, explore the benefits of scheduling the lunch recess time for student before, rather than after, they eat. 6.) As the APS/ATF Task Force working on Article 21, Student Discipline, creates recommendations and supports for Conflict Mediation program in elementary schools, that information will be distributed with Elementary Schools with the intent of establishing the program during the 2021-2022 school year.

Academic Issues. Without minimizing the importance of generally accepted issues, the District and the Federation agree to xxxxxx dispassionate, unprejudiced, scientific studies of academic issues in an atmosphere free from bias and prejudice. The educator shall serve as an impartial moderator and shall not attempt either directly or indirectly to limit or control the opinion of one's students on academic issues. It is the intent of this policy that the educator shall xxxxxx the study of such issues rather than teach particular viewpoints in regard to them. A method of Educator involvement of educators shall be provided at the school and District level when complaints are received on issues that fall within Article 5, F. A copy of recommendations made at the District level shall be provided to the President. In the event the principal believes that an educator’s presentation (oral, written, or visual) of a controversial issue falls outside the Board’s Controversial Issues and Outside Speakers Guidelines, the principal will so advise the educator, discuss the basis of their objections objections, and recommend an alternative approach to the issue. The educator shall adopt the principal’s recommendation pending mediation of the dispute by the Superintendent, or their designee. The mediation shall be conducted within two (2) working days of the date the controversy arose. The Common Core State Standards (CCSS), Stem Ready, NM Adopted Standards and standards- standards-based teaching practices, and the relation to APS programs and practices. a. The District and the Federation agree that the CCSS will be the foundation of instruction for all APS students. b. Both parties believe that educators must collectively and collaboratively use appropriate methods and materials to help students develop conceptual understanding that leads to proficiency in the CCSS. c. Both parties affirm that all educational programs must be sensitive to the needs and aspirations of students and that all students in APS must have equal access to the CCSS. d. The following clarifications are intended to support the above statements: 1.) Educators have the responsibility to teach to the standards. All instructional programs can be used with the CCSS. Educators have the discretion to augment the District- approved curricular programs. Educators may also adjust the pacing and scope and sequence of District-approved curricular programs to align with the CCSS. 2.) As educators use the CCSS to plan, they rely on district-provided texts and programs or they may develop curricula using a variety of texts, programs, and resources that they determine are appropriate based on their professional expertise, experience and knowledge of their students. All curricula used must be clearly tied to the standards for the particular subject and grade level. 3.) Tier II and III intervention programs, while more prescriptive by nature, are one of the instructional tools used to teach to the CCSS. Additional tools and resources may be utilized to meet the CCSS. 4.) Principals and staffs are encouraged to analyze school practices to ensure they are still relevant as APS moves toward adopting the CCSS at all grades. For example: Baldrige is no longer a district-supported program. Continuing with Baldrige, CCI, Continuous Improvement, PDSA, and Goal Teams is at the discretion of the Instructional Council. e. Freedom to teach is essential to the accomplishment of the District’s goals. Therefore, educators have the right and responsibility to exercise their professional judgement, within the limits of the above guidelines, in initiating and actively pursuing consideration of academic issues. f. Fidelity refers to the intensity and accuracy with which core instruction and connected interventions are implemented. Using a program with fidelity means teaching all essential (research-based) components of a program and using professional judgment to differentiate in order to meet the needs of individual students. This may mean that educators need to supplement with additional materials to reinforce skills and concepts. Elementary Recess a. ATF and APS recognize that recess for elementary students provides children with opportunities to engage in physical activity that helps to develop healthy bodies and practice life skills such as conflict resolution, cooperation, respect for rules, taking turns, sharing using language to communicate and problem solving in real life situations. b. In addition, research shows: 1.) An unmistakable link between movement and thinking because performing complex movements like dancing, throwing a ball, or playing tag engage the same area of the brain, the cerebellum, as those used for problem solving, planning, and sequencing. 2.) A person’s capacity to master new and remember old information is improved by biological and chemical changes in the brain caused by exercise. 3.) Brain functioning, attention, memory, social and emotional development, and language development all reveal the unmistakable advantages of physical exercise. 4.) All elementary schools will schedule a minimum of three (3) recess times for children in the morning, at lunch and in the afternoon no later than the 2021-2022 school year. 5.) APS and ATF recommend that each elementary school, through the Instructional Council, explore the benefits of scheduling the lunch recess time for student before, rather than after, they eat. 6.) As the APS/ATF Task Force working on Article 21, Student Discipline, creates recommendations and supports for Conflict Mediation program in elementary schools, that information will be distributed with Elementary Schools with the intent of establishing the program during the 2021-2022 school year.

Academic Issues. 1. Without minimizing the importance of generally accepted issues, the District and the Federation agree to xxxxxx dispassionate, unprejudiced, scientific studies of academic issues in an atmosphere free from bias and prejudice. 2. The educator shall serve as an impartial moderator and shall not attempt either directly or indirectly to limit or control the opinion of one's students on academic issues. It is the intent of this policy that the educator shall xxxxxx the study of such issues rather than teach particular viewpoints in regard to them. 3. A method of Educator’s involvement of educators shall be provided at the school and District level when complaints are received on issues that fall within Article 5, F. A copy of recommendations made at the District level shall be provided to the President. 4. In the event the principal believes that an educator’s presentation (oral, written, or visual) of a controversial issue falls outside the Board’s Controversial Issues and Outside Speakers Guidelines, the principal will so advise the educator, discuss the basis of their objections and recommend an alternative approach to the issue. The educator shall adopt the principal’s recommendation pending mediation of the dispute by the Superintendent, or their designee. The mediation shall be conducted within two (2) working days of the date the controversy arose. 5. The Common Core State Standards (CCSS), Stem Ready, NM Adopted Standards and standards- based teaching practices, and the relation to APS programs and practices. a. The District and the Federation agree that the CCSS will be the foundation of instruction for all APS students. b. Both parties believe that educators must collectively and collaboratively use appropriate methods and materials to help students develop conceptual understanding that leads to proficiency in the CCSS. c. Both parties affirm that all educational programs must be sensitive to the needs and aspirations of students and that all students in APS must have equal access to the CCSS. d. The following clarifications are intended to support the above statements: 1.) Educators have the responsibility to teach to the standards. All instructional programs can be used with the CCSS. Educators have the discretion to augment the District- District-approved curricular programs. Educators may also adjust the pacing and scope and sequence of District-approved curricular programs to align with the CCSS.pacing 2.) As educators use the CCSS to plan, they rely on district-provided texts and programs or they may develop curricula using a variety of texts, programs, and resources that they determine are appropriate based on their professional expertise, experience and knowledge of their students. All curricula used must be clearly tied to the standards for the particular subject and grade level. 3.) Tier II and III intervention programs, while more prescriptive by nature, are one of the instructional tools used to teach to the CCSS. Additional tools and resources may be utilized to meet the CCSS. 4.) Principals and staffs are encouraged to analyze school practices to ensure they are still relevant as APS moves toward adopting the CCSS at all grades. For example: Baldrige is no longer a district-supported program. Continuing with Baldrige, CCI, Continuous Improvement, PDSA, and Goal Teams is at the discretion of the Instructional Council. e. Freedom to teach is essential to the accomplishment of the District’s goals. Therefore, educators have the right and responsibility to exercise their professional judgement, within the limits of the above guidelines, in initiating and actively pursuing consideration of academic issues. f. Fidelity refers to the intensity and accuracy with which core instruction and connected interventions are implemented. Using a program with fidelity means teaching all essential (research-based) components of a program and using professional judgment to differentiate in order to meet the needs of individual students. This may mean that educators need to supplement with additional materials to reinforce skills and concepts. 6. Elementary Recess a. ATF and APS recognize that recess for elementary students provides children with opportunities to engage in physical activity that helps to develop healthy bodies and practice life skills such as conflict resolution, cooperation, respect for rules, taking turns, sharing using language to communicate and problem solving in real life situations. b. In addition, research shows: 1.) An unmistakable link between movement and thinking because performing complex movements like dancing, throwing a ball, or playing tag engage the same area of the brain, the cerebellum, as those used for problem solving, planning, and sequencing. 2.) A person’s capacity to master new and remember old information is improved by biological and chemical changes in the brain caused by exercise. 3.) Brain functioning, attention, memory, social and emotional development, and language development all reveal the unmistakable advantages of physical exercise. 4.) All elementary schools will schedule a minimum of three (3) recess times for children in the morning, at lunch and in the afternoon no later than the 2021-2022 school yearafternoon. 5.) APS and ATF recommend that each elementary school, through the Instructional Council, explore the benefits of scheduling the lunch recess time for student before, rather than after, they eat. 6.) As the APS/ATF Task Force working on Article 21, Student Discipline, creates recommendations and supports for Conflict Mediation program in elementary schools, that information will be distributed with Elementary Schools with the intent of establishing the program during the 2021-2022 school year.

Academic Issues. Without minimizing the importance of generally accepted issues, the District and the Federation agree to xxxxxx dispassionate, unprejudiced, scientific studies of academic issues in an atmosphere free from bias and prejudice. The educator shall serve as an impartial moderator and shall not attempt either directly or indirectly to limit or control the opinion of one's students on academic issues. It is the intent of this policy that the educator shall xxxxxx the study of such issues rather than teach particular viewpoints in regard to them. A method of Educator involvement of educators shall be provided at the school and District level when complaints are received on issues that fall within Article 5, F. A copy of recommendations made at the District level shall be provided to the President. In the event the principal believes that an educator’s presentation (oral, written, or visual) of a controversial issue falls outside the Board’s Controversial Issues and Outside Speakers Guidelines, the principal will so advise the educator, discuss the basis of their objections and recommend an alternative approach to the issue. The educator shall adopt the principal’s recommendation pending mediation of the dispute by the Superintendent, or their designee. The mediation shall be conducted within two (2) working days of the date the controversy arose. The Common Core State Standards (CCSS), Stem Ready, NM Adopted Standards and standards- standards-based teaching practices, and the relation to APS programs and practices. a. The District and the Federation agree that the CCSS will be the foundation of instruction for all APS students. b. Both parties believe that educators must collectively and collaboratively use appropriate methods and materials to help students develop conceptual understanding that leads to proficiency in the CCSS. c. Both parties affirm that all educational programs must be sensitive to the needs and aspirations of students and that all students in APS must have equal access to the CCSS. d. The following clarifications are intended to support the above statements: 1.) Educators have the responsibility to teach to the standards. All instructional programs can be used with the CCSS. Educators have the discretion to augment the District- District-approved curricular programs. Educators may also adjust the pacing and scope and sequence of District-approved curricular programs to align with the CCSS.pacing 2.) As educators use the CCSS to plan, they rely on district-provided texts and programs or they may develop curricula using a variety of texts, programs, and resources that they determine are appropriate based on their professional expertise, experience and knowledge of their students. All curricula used must be clearly tied to the standards for the particular subject and grade level. 3.) Tier II and III intervention programs, while more prescriptive by nature, are one of the instructional tools used to teach to the CCSS. Additional tools and resources may be utilized to meet the CCSS. 4.) Principals and staffs are encouraged to analyze school practices to ensure they are still relevant as APS moves toward adopting the CCSS at all grades. For example: Baldrige is no longer a district-supported program. Continuing with Baldrige, CCI, Continuous Improvement, PDSA, and Goal Teams is at the discretion of the Instructional Council. e. Freedom to teach is essential to the accomplishment of the District’s goals. Therefore, educators have the right and responsibility to exercise their professional judgement, within the limits of the above guidelines, in initiating and actively pursuing consideration of academic issues. f. Fidelity refers to the intensity and accuracy with which core instruction and connected interventions are implemented. Using a program with fidelity means teaching all essential (research-based) components of a program and using professional judgment to differentiate in order to meet the needs of individual students. This may mean that educators need to supplement with additional materials to reinforce skills and concepts. Elementary Recess a. ATF and APS recognize that recess for elementary students provides children with opportunities to engage in physical activity that helps to develop healthy bodies and practice life skills such as conflict resolution, cooperation, respect for rules, taking turns, sharing using language to communicate and problem solving in real life situations. b. In addition, research shows: 1.) An unmistakable link between movement and thinking because performing complex movements like dancing, throwing a ball, or playing tag engage the same area of the brain, the cerebellum, as those used for problem solving, planning, and sequencing. 2.) A person’s capacity to master new and remember old information is improved by biological and chemical changes in the brain caused by exercise. 3.) Brain functioning, attention, memory, social and emotional development, and language development all reveal reveals the unmistakable advantages of physical exercise. 4.) All elementary schools will schedule a minimum of three (3) recess times for children in the morning, at lunch and in the afternoon no later than the 2021-2022 school yearafternoon. 5.) APS and ATF recommend that each elementary school, through the Instructional Council, explore the benefits of scheduling the lunch recess time for student before, rather than after, they eat. 6.) As the APS/ATF Task Force working on Article 21, Student Discipline, creates recommendations and supports for Conflict Mediation program in elementary schools, that information will be distributed with Elementary Schools with the intent of establishing the program during the 2021-2022 school year.